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Exploring problem solving patterns and their impact on learning achievement in a blended learning environment
Abstract
Blended learning, thoughtfully combining the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. In this paper, we present a blended learning environment combining mobile learning, web-based learning, and classroom teaching to provide realistic, practical opportunities for learners and teachers to engage in problem solving activities. The purpose of this study was to explore problem solving patterns and their impact on learning achievement in a blended learning environment. Through quasi-experimental instruction, we collected all of the data of the learning processes from 34 students in a blended learning environment using classroom instruction, mobile and web scenarios. By combining cluster analysis and content analysis, we were able to identify three groups with distinct characteristics: the hybrid-oriented group, the technology-oriented group, and the efficiency-oriented group. Learners in the hybrid-oriented group used the classroom, mobile and web scenario almost equally. They displayed a regular manner in following the instructor’s teaching procedure, and tended to passively accept whatever the teacher said. Students in the technology-oriented group spent most of their time using mobile and web technologies but they revealed superficial problem solving abilities such as a lack of understanding and planning. The efficiency-oriented group was characterized by the efficient monitoring of learning processes. It was more task-oriented and performed better than the other two groups.
... In the technology-oriented blended learning, Chinese freshmen used to spend more time on in-class discussion and writing tasks than the efficiency-oriented group. The interaction was considered an important factor influencing blended learning effectiveness among Chinese freshmen (Yen and Lee, 2011). Undergraduates at Point Loma Nazarene University in the USA spent significantly more time learning in a blended instruction model than in the traditional instruction model (Botts et al., 2018). ...
... For instance, a study conducted in the United Arab Emirates found no significant differences in attitudes toward blended or traditional approaches, which could be due to either internal or external factors (Al-Qatawneh et al., 2020). Meanwhile, a study in China revealed that efficiency-oriented blended learning significantly improved problem-solving performance among freshmen when compared with hybrid-oriented and technology-oriented groups (Yen and Lee, 2011). ...
... achievement in various countries. This conclusion is supported by the results of previous studies which mostly demonstrate the positive effects of blended learning on these outcomes (Yen and Lee, 2011;Chang et al., 2014). However, it is worth noting that some studies have reported negative effects on student engagement when using a blended learning approach (Botts et al., 2018). ...
This is the ebook of the Research Topic "Innovations in Teaching and Learning: International Approaches in Developing Teacher Education and Curriculum for The Future" - Frontiers in Psychology.
... Activities that require problem solving have the potential to be an effective instrument to engage children in active learning. Yen and Lee (2011) [20] stated that problem-solving activities could change the focus of lecturing to student-centred instruction in which students become more active and engaged learners. Samson (2015) [21] examined the impact of creative problem solving (CPS) teaching methodology on engagement and motivation by linking real-life experiences to inspire children to work in complex situations. ...
... Activities that require problem solving have the potential to be an effective instrument to engage children in active learning. Yen and Lee (2011) [20] stated that problem-solving activities could change the focus of lecturing to student-centred instruction in which students become more active and engaged learners. Samson (2015) [21] examined the impact of creative problem solving (CPS) teaching methodology on engagement and motivation by linking real-life experiences to inspire children to work in complex situations. ...
... The camp environment designed by the researchers allowed the children to interact during all stages of the CLS while solving problems because the CLS presents an opportunity for learners to exchange ideas and opinions [24]. Challenging mathematical activities [6] with a student-centred approach [20] were presented to promote campers' creativity, as suggested. While the children were exposed to different sources of technological tools that required them to be innovative and creative, they were motivated and supported by their peers and facilitators. ...
Summer camps can help children continue to learn beyond school, build knowledge, keep their learning skills sharp, and help them prepare for the following school year. This paper presents participants’, facilitators’, and researchers’ experiences in a “Problem Solvers Camp” held in the Maker Lab at an Ontario University. A total of 12 junior students participated in a one-week summer camp, during which the participants developed plausible solutions for mathematical and instant problems using their creativity while learning some mathematical concepts. The creative learning spiral (CLS) model was adopted while designing the learning activities. Throughout the camp, children had the opportunity to work with virtual tech tools to design, create, and play to complete their challenges. Afterward, they shared their work for feedback and generated new ideas to promote their creative learning. The data were collected through observations, participants’ work, and their portfolios to highlight the campers’ experiences throughout the camp. On the last day of the camp, the researchers also ran focus group interviews. Data analysis showed that CLS might offer engaging environments that enhance children’s creative and reflective thinking skills to solve real-life problems. This study enabled children to engage in all stages of the CLS during problem solving, encouraging the exchange of ideas and opinions. The implementation of the CLS model also has the potential to inspire creativity and enhance learners’ fluency and elaboration skills, especially when complemented by technological or coding tools.
... In the technology-oriented blended learning, Chinese freshmen used to spend more time on in-class discussion and writing tasks than the efficiency-oriented group. The interaction was considered an important factor influencing blended learning effectiveness among Chinese freshmen (Yen and Lee, 2011). Undergraduates at Point Loma Nazarene University in the USA spent significantly more time learning in a blended instruction model than in the traditional instruction model (Botts et al., 2018). ...
... For instance, a study conducted in the United Arab Emirates found no significant differences in attitudes toward blended or traditional approaches, which could be due to either internal or external factors (Al-Qatawneh et al., 2020). Meanwhile, a study in China revealed that efficiency-oriented blended learning significantly improved problem-solving performance among freshmen when compared with hybrid-oriented and technology-oriented groups (Yen and Lee, 2011). ...
... Blended learning has been found to have a positive impact on student outcomes such as performance, attitude, and learning achievement in various countries. This conclusion is supported by the results of previous studies which mostly demonstrate the positive effects of blended learning on these outcomes (Yen and Lee, 2011;Chang et al., 2014). However, it is worth noting that some studies have reported negative effects on student engagement when using a blended learning approach (Botts et al., 2018). ...
While this special pandemic period has been seeing an increasing use of blended learning, few studies have meta-analytically reviewed the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students' performance, students' attitudes toward blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning can improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning cannot significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research can extend the research into blended learning to more countries and areas across the world.
... They stated that their schools had a sufficient "multimedia infrastructure" that contributed to the success of their blended learning teaching experiences. Because they believe it to be a requirement of the twentyfirst century, most teachers favor blended learning in the classroom (Wong et al., 2014); (Yen & Lee, 2011). Additionally, they noted that learning new teaching techniques and saving time through blended learning. ...
... Due to the expensive multimedia infrastructure, the study's participants were constrained, and the researcher could only gather data from volunteers from one institute. Teachers in the public and private sectors can improve future research (Wong et al., 2014); (Yen & Lee, 2011). In order to save time for both the researcher and the participants, online interviews were not used in this study but may be used in the future to acquire more enriched data from participants. ...
This research was carried out on the teachers’ and students’ perceptions of using Blended Learning techniques. Firstly, a questionnaire was designed and then distributed to 100 male and female teachers, of which 100 responses were received. Moreover, semi-structured interviews with the ten teachers were conducted to explore their deep views of the role and importance of Blended Learning. The findings showed that the teachers appreciate the value of Blended Learning in developing them professionally using Blended Learning techniques. The teachers reflected their positive views about independent learning using computers and the internet through assignment methods, classroom discussions, and projects that make their learners critical thinkers and autonomous. Teachers said they can use computers and online activities to develop assignments and prepare lessons and examination papers. Also, they are becoming fast in providing feedback to their students. The study concluded that male and female teachers who do not use Blended Learning techniques or are not computer-trained are comparatively less autonomous than the others. The recommendations are redesigning courses to identify strengths and weaknesses and directing future learning regarding blended techniques.
... The second factor is the educational setting, which has a direct impact on students' performance [10]. A student's progress in school is directly related to the school environment [11]. ...
... Because of this, a hypothesis that the school environment has a favorable and substantial impact upon economic learning achievement was adopted. In line with [10], [11], [29], and t [30], this makes sense. ...
... Research has shown that blended learning increases student satisfaction, motivation, performance, and learning in a variety of subjects (e.g., Beichner et al., 2007;Bernard et al., 2014;Buck & Tyrrell, 2022;Rovai & Jordan, 2004;Sancho et al., 2006;Spanjers et al., 2015). Despite these positive results, some research indicated that there have been contradictory findings regarding the effect of blended learning on learning outcomes, attitude, performance, etc. (e.g., Chang et al., 2014;Yen & Lee, 2011;Yick et al., 2019). Based on these mixed findings, some researchers argue that the traditional classroom is the richest and most feasible teaching medium. ...
This study explored the impact of an extended explicit-reflective instruction through a triple blended learning environment (triple-BLE) on pre-service science teachers’ (PSTs) views of the nature of science (NOS). The triple-BLE included face-to-face (F2F), online, and out-of-school time (OST) engagement over two semesters. The study employed a pre-, mid-, and post-test design with random assignment. Seventy PSTs (33 males, 37 females) were randomly assigned to the treatment (N = 34) and control group (N = 36). While F2F and OST learning environments were common for both groups, the treatment group experienced a triple-BLE which integrated online learning into F2F and OST learning environments. Online learning environment used in this study consists of four main and 12 sub-components. The PSTs’ NOS views were assessed with the “Views of The Nature of Science–Form C” questionnaire and follow-up individual semi-structured interviews. The results indicated that most PSTs in both groups initially held naïve views about all aspects of NOS. Mid-way, both groups made some positive changes compared to pre-tests, with a slight advantage for the treatment group. At the end of the intervention, the treatment group achieved noticeably more substantial gains in their NOS understanding compared to the control group. The study provides empirical support for the effectiveness of online learning in augmenting and enhancing the impact of F2F and OST experiences in promoting preservice teachers' understanding of NOS.
... Blended learning, a pedagogical approach adopted in universities in the late 1990s (Edward et al., 2018;Tutal & Yazar, 2021), has been widely used in higher education for nearly twenty years (Smith and Hill, 2019: 383). It is considered an improvement for both the traditional inperson mode of instruction and the fully online mode (Rasheed et al., 2020: 139), as it combines the best components of the two modes (Yen & Lee, 2011). This pedagogical approach is expected to be the "transformation of classroom environment from teaching to learning" (Edward et al., 2018(Edward et al., : 2558. ...
Blended learning has been increasingly implemented in higher education with the
desire to transform teaching and learning. However, limited literature focuses on
the perspectives of teachers who play a crucial role in adopting blended learning.
This mixed-methods study utilized the Concerns-Based Adoption Model (Hall &
Hord, 2006) to assess the stages of concerns among lecturers and their specific
concerns regarding the top-down decision to adopt blended learning in a
Vietnamese university. The Stages of Concerns Questionnaire was administered
to 165 academic staff to explore their group concern profile, and follow-up semistructured interviews were then conducted with 16 lecturers to delve into their
specific concerns. The findings showed that the lecturers were early adopters of
blended learning, exhibiting strong concerns about the adoption, particularly those
unrelated and self-focused. The research also indicated that lecturers experienced
instructional ambiguity in understanding the essence of blended learning,
technological apprehension, workload stress, and skepticism about student
learning autonomy. However, there were also encouraging indicators, such as the
lecturers' readiness to learn about blended learning, their enthusiasm for
intradisciplinary cooperation, and their flexibility in applying the teaching
strategy. These insights help policymakers better understand the concerns and
viewpoints of the lecturers. Furthermore, the conclusion of this paper includes
some suggestions for improvement.
... With the rapid development of Internet and mobile technology, especially the advent of the "Internet Plus" era, the concept of blended teaching has also developed since 2010. Yen and Lee (2011) perceive blended teaching as a fundamental transformation and redesign of teaching models, proposing three key characteristics: ...
The research into the efficacy of blended EFL (English as a Foreign Language) teaching at the collegiate level holds significant importance for comprehending and implementing this novel pedagogical approach on a larger scale within universities. Within this domain, scholars have primarily concentrated on feedback mechanisms and quality assurance, while comparatively neglecting the advancement of college students' foreign language proficiency and the individual variances in the acceptance and rewards of blended teaching across distinct language proficiency groups. In light of this, leveraging micro-data from a provincial normal university's blended college English teaching, this study employs R 3.6.1 and R Studio to implement multiple linear regression and conditional quantile models so as to assess the impact of blended teaching on different language proficiency groups across four dimensions: listening, reading, writing, and overall language proficiency. To mitigate endogenous system risk, students admitted to the same major are selected as samples and their data undergoes additional screening, excluding learners who failed the CET4 exam or did not participate in the CET6 exam. After employing purposive sampling techniques, a valid sample of 676 learners is established, comprising 363 learners in the experimental group for blended teaching intervention and 313 learners in the control group receiving traditional teaching. The study results indicates that the samples had random characteristics. The study findings suggest the following: (1) Blended teaching has a significant positive impact on enhancing the efficiency of English acquisition. (2) The effectiveness of blended teaching in improving learners' reading, listening, and writing skills follows a sequential decrease, exhibiting a downward trend as students' language ability increases. This indicates that blended teaching facilitates the acquisition of foundational language knowledge, however, its impact on more advanced language processing abilities is limited. (3) Blended teaching demonstrates a range effect, primarily benefiting learners at the intermediate level and below in terms of enhancing their language proficiency. Conversely, learners at the medium-high and high proficiency levels derive comparatively lesser benefits from this approach. This study introduces a new methodology by employing multiple linear regression and conditional quantile models to assess the impact of blended teaching. This methodology not only enables us to examine the overall impact of blended teaching, but also allows assessment of its effect on different proficiency groups, helping to identify its effectiveness on individual learners across four dimensions.
... En este sentido, generalmente se acepta que hoy en día el aprendizaje ocurre con diferentes enfoques en función de la mediación y uso de plataformas, metodologías y fuentes digitales: elearning, blended learning, m-learning y face-to-face learning. Así, para Yen & Lee (2011), estas metodologías de aprendizaje han implicado cambios sistémicos en la forma de aprender. ...
El objetivo fue evaluar el afrontamiento al riesgo extremo de un grupo de estudiantes universitarios del estado de Sonora, México, en la época de postpandemia con clases en modalidad virtual. La estrategia metodológica consistió en un diseño no experimental de tipo relacional. Participaron 204 estudiantes universitarios de las licenciaturas en ciencias de la salud, económico-administrativas e ingenierías de dos universidades públicas. Se utilizó la escala de afrontamiento frente a riesgos extremos, agrupando dos estilos de afrontamiento: activo y pasivo. Se estimó un análisis factorial exploratorio e índice de consistencia interna. La correlación entre los factores positivos fue de .462 y para los negativos de .303. Se eliminaron 10 reactivos por no contribuir a la medición del constructo. La varianza explicada total fue de 34.7 y la confiabilidad de la escala total fue de .70. Los estudiantes muestran fuerte tendencia a enfrentar los problemas de manera directa, consistente con el afrontamiento activo, que los sitúa en las dimensiones positivas de más alta efectividad en el afrontamiento de riesgos extremos. Las dimensiones de regulación de actividades y control cognitivo y planificación son por lo tanto las más esperadas. En el plano opuesto, en menor medida presentaron comportamientos en las dimensiones de distracción y negación en la estrategia de rechazo ya sea este positivo o negativo, como se señala en la distracción positiva que refiere al soporte social.
... The most representative definition is that of Bliuc et al (2007): blended Learning describes a new way of learning that realizes a new way of learning that combines face-to-face (on-site) and online interactions between students and students, students and teachers, and students and resources. Yen and Lee (2011) called blended learning "a fundamental change and redesign of the instructional model" and propose three characteristics of blended learning: (1) a shift from teacher-centered to student-centered; (2) enhanced student-student, student-teacher, student-content, and student-external resource interactions; and (3) the use of an assessment mechanism that combines formative and summative assessment. Vaughn and Garrison (2012) provided in-depth insights into all aspects of applying blended learning in higher education, from theory to practice, from instructional design to technology integration, providing useful guidance and insights for educational practitioners. ...
Blended learning is a combination of online learning and face-to-face learning. It is an important trend in the development of tertiary education in China and foreign countries. In recent years, the discussion of blended learning gradually moves from theory to practice, and more and more college teachers begin to pay attention to blended teaching design and put it into practice. This study attempts to give an overview on the topic of blended learning in tertiary education, with a comparison of Chinese and global perspectives. By using “blended learning” and “higher education” as the theme word, and through the advanced search function in CNKI (Core of Peking University /CSSCI) and Scopus database, this paper retrieved 356 and 2293 relevant journals respectively from 2004 to 2023. Utilizing a comparative approach, this study compared the retrieved data from CNKI and Scopus, sorted out the research context in China and foreign countries, analyzed the current research hot-spots, research topics and research trends of blended teaching in tertiary education using a comparative approach, and provided references for the future research in this field. The result showed that the research hot-spots includes the effectiveness of blended learning, blended learning models, blended learning strategies, and influencing factors of blended learning adoption. Furthermore, the study demonstrated a shift in research focus, from initial discussions to investigations into its pedagogical implications.
... Through thorough analysis, researches on blended learning were conducted mainly from four aspects both at home and abroad: definitions, status quo of application, efficiency and influencing factors. Different scholars such as Singh (2001) [2] , Rovai & Jordan (2004: 4) [3] , He Kekang (2004) [4] , Bañados (2006) [5] , Bliuc, Goodyear & Ellis (2007: 234) [6] , Yen & Lee (2011: 138) [7] , Zhen Rong (2013:142) [8] define blended learning differently, but the major feature of it is "compilation and integration": online +offline, inside class +outside class. ...
... Shakeel et al. [14] attempted to conceptualize instructional design based on the ADDIE and rapid prototyping models to make reliable and robust instructional designs available for blended learning environments. Yen and Lee [15] also proposed a new model combining ADDIE and rapid prototype models for creating information literacy course content during the COVID-19 pandemic. While many scholars have already transformed the ADDIE model, none have proposed solutions to the problems of limited teacher-student interaction and slow teaching feedback. ...
italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:
This article proposes a task-driven ADDIE-Twist design model with a double-helix structure, which introduces intelligent teaching tools and lightweight collaboration platforms to design a knowledge-sharing and group collaboration model with two layers of teaching task driven and learning task driven, providing inspiration for the construction of new engineering courses and teaching reforms.
Background: The ADDIE model is a classic instructional design model, but it still faces issues, such as a lack of flexibility, feedback mechanism, and emphasis on learners. The goal of new engineering education is to cultivate students’ future-oriented professional literacy, knowledge structure, innovation, entrepreneurship capabilities, and teamwork spirit to meet the needs of society and industry development. In order to address these issues, this article proposes the ADDIE-Twist model.
Research Questions: Can the use of the ADDIE-Twist model solve the problems of the traditional ADDIE model mentioned above? Can the use of the ADDIE-Twist model in engineering education improve the issues of lack of interaction and slow feedback between teachers and students?
Methodology: Taking the experiment and implementation of the “Programmable Logic Circuit Design” course at Jinan University as an example, this article presents a design scheme for engineering education courses based on the ADDIE-Twist model. The application effect of the model is analyzed through three aspects: 1) a questionnaire survey; 2) semi-structured interviews; and 3) student awards.
Results: 1) The ADDIE-Twist model can effectively enhance the frequency of teacher–student interaction. 2) The teaching reform of the ADDIE-Twist model helps to improve students’ learning motivation, participation, self-learning, and active exploration capabilities.</p
... According to the results of a previous study on social presence and collaboration in BL environments, it has been suggested by So and Brush (2008) that students can be motivated to participate in activities more if they are supported with connectedness and communication with peers. Also, the findings of this study are in line with a study from Yen and Lee (2011) which disclosed that when students are led to complete tasks or projects as groups or when they are guided to contribute to a group discussion or problem solving activity that requires effort from each member, it improves students' collaboration skills by enabling them to develop interaction and contributes to the constitution of social presence among learners. In this regard, it can be deduced that when teachers are implementing BL in their classroom, especially with young learners, collaborative tasks play a fundamental role in keeping the students active and focused. ...
This research purposed to investigate the attitudes of elementary-level teachers towards blended learning implementation in Turkey. The study was conducted by gathering data from 160 teachers working in elementary schools. To collect data, a mixed methods research design was implemented. Quantitative data were gathered with a survey instrument that measures the perceptions of teachers on blended learning. The qualitative data was collected by conducting individual interviews with open-ended questions with ten participants. The results of quantitative data and qualitative findings indicated that teachers generally have a positive attitude toward the implementation of blended learning in elementary education.
... According to the results of a previous study on social presence and collaboration in BL environments, it has been suggested by So and Brush (2008) that students can be motivated to participate in activities more if they are supported with connectedness and communication with peers. Also, the findings of this study are in line with a study from Yen and Lee (2011) which disclosed that when students are led to complete tasks or projects as groups or when they are guided to contribute to a group discussion or problem solving activity that requires effort from each member, it improves students' collaboration skills by enabling them to develop interaction and contributes to the constitution of social presence among learners. In this regard, it can be deduced that when teachers are implementing BL in their classroom, especially with young learners, collaborative tasks play a fundamental role in keeping the students active and focused. ...
This research purposed to investigate the attitudes of elementary level teachers towards blended learning implementation in Turkey. The study was conducted by gathering data from 160 teachers working in elementary schools. To collect data, a mixed methods research design was implemented. Quantitative data were gathered with a survey instrument that measures the perception of teachers on blended learning and the qualitative data was collected by conducting individual interviews which had open-ended questions with ten participants. The results of quantitative data and qualitative findings indicated that teachers generally have a positive attitude towards the implementation of blended learning in elementary education.
... 32 class hours and 2 credits in total. This course is a unity of historical materials, philosophical thoughts and literary theories of American literature, including the background of the times, cultural characteristics, literary trends and representative writers and works in various stages of the development of American literature, so as to improve students' English literacy and humanistic quality, enhance students' understanding of American literature and culture, and at the same time compare with Chinese traditional culture, Characterized by challenging "cultural theme speculative learning task", it has the characteristics of knowledge, thinking and humanity [5]. ...
... For example, children, especially those from low-and middle-income families, who watched Sesame Street demonstrated improvements on their literacy and numeracy outcomes, social reasoning and skills, and understanding of the world, such as health and safety (Mares and Pan, 2013).Through the many outlets of technology, children can learn language, problem solving, and even social skills through TV shows, games, and interactions with others during the technological usages like messaging and other mobile applications (Oh and Jonassen, 2007;Weinberger et al., 2007). Research has shown the effectiveness of learning with technology as children are engaged with technology tools in classrooms and develop problem solving skills (Marsh et al., 2018;Yen and Lee, 2011). Specific mobile programs had positive effects on literacy development, mathematics, science, problem solving, and self efficacy for children ages 2-5 due to the interaction basis of these programs to engage children with new information, as well as further develop their transfer, working memory, and other cognitive skills (Herodotou, 2018). ...
The home is an important setting for young children’s learning and development. We examined home literacy practices and technology usage among families with children ages 5–6 years old ( N = 47) before as compared to during COVID-19 with bivariate analyses. Variations by household income were also investigated. Parents completed surveys on home literacy and technological practices and demographic information in the spring of transitional kindergarten and the following kindergarten year. Results demonstrated an increase in child technology usage for school related educational programs, from pre-COVID-19 to COVID-19 and a decrease in home book reading, storytelling, writing, and playing games during COVID-19 home learning. Transitional kindergarten parents from the upper-income bracket reported significantly lower technology use of educational games compared to those in the lower-income group pre-COVID-19. Kindergarten parents from the upper-income bracket reported significantly higher technology use of educational games and lower technology use in watching TV to fall asleep, compared to those in the lower-income group during COVID-19. Findings suggest that there are few differences in home learning environments across family income groups. By characterizing how parents utilize technology and literacy practices with their children, we can better understand how to support families through COVID-19 and beyond.
... Several authors (Harding et al., 2006;Wang et al., 2009;Yen and Lee, 2011) have noted a higher student involvement under a blended teaching environment which in turn increases the students' quality in terms of their commitment and perseverance. In other studies (Stacey and Gerbric, 2008;Williams et al., 2008;Gosper et al., 2010) it was noted that the success of blended learning can be measured in terms of quality of learning outcomes, learner experience, level of teacher satisfaction and time created for a teacher to involve in research. ...
Purpose
The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.
Design/methodology/approach
The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).
Findings
The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.
Practical implications
Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.
Originality/value
Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.
... Blended Learning is ambiguously defined in the literature, and there is no unified view ( [16], [17]). Recently blended learning was characterized as the future 'major instructional movement' [18] or the 'new normal' [19]. ...
... methods and class size. For example, students would achieve better concentration in a face-to-face mode than in online instruction [14,15], suggesting that more interactive modes should be designed for the classroom [16,17]. The gamified teaching techniques have also been verified to be a model that will improve learning outcomes [18]. ...
Classroom indoor physical environment (CIPE) crucially impacts learning performance (LP). Along with the extended school hours caused by COVID-19, an investigation was conducted at Zhejiang Sci-Tech University to explore the effect of CIPE on LP in different classroom types under natural working condition of transitional seasons. Based on a six-day physical environment measurement and learning performance test, then five CIPE parameters and three LP indicators of four learning abilities were obtained. Through the statistical analysis, the results demonstrated that all CIPE parameters had some correlation or influence on LP, briefly, (1) Low carbon dioxide concentration (CCD, below 700 ppm) was a positive significant factor for all learning abilities, and relative humidity (RH) was a negative factor for comprehension memory ability (CMA) (significant) and logic deduction ability (LDA) (general) to varying degrees, with center illumination (Ic) being a positive significant factor for CMA only. (2) Deeper abilities, like CMA and LDA, were more susceptible to air temperature (Ta) and RH, with the former being positive and the latter being negative. (3) Compared to other types, LP in compact classrooms was more vulnerable to CIPE parameters, such as the positive influence of Ta and CCD, due to the greater variation in CIPE. The findings revealed the differential relationships between the CIPE and LP in various classroom types, guiding classroom design that couples the dual optimization of CIPE and LP. Limitations remain, however, and need to be supplemented by more future research, e.g. year-round experiments and medical instrumentation assistance.
... The opinion of Yen and Lee (2011) learning achievement is the development of students' knowledge of learning carried out in a school environment which is initiated by tests given by teachers to be able to see how far the development of the students' learning process is. The concept of learning achievement is a skill value, attitude, and skill of a person who is measured directly by using a test whose results are expressed in the form of numbers and words. ...
This study examined the effect of employee’s job satisfaction, employee’s commitment to the employee’s performance at PT. (Persero) Angkasa Pura I Juanda International Airport. The population consisted of 78 employees as a respondent and using a survey research method with proportional cluster random sampling as a technique to choose the sample size, also simple random sampling to choose the respondent, and using the path analysis tests the hypothesis. The result showed that employee’s job satisfaction has a direct significant and indirectly significant effect on performance through employee’s commitment. Also, an employee’s commitment has a significant direct effect on an employee’s performance.
... Learning using Moodle allows students to participate in learning activities such as materials, quizzes, and exams through websites (46). Learning materials can be delivered and updated as needed so that students get learning resources (47,48). Experimental group students can download the material to be studied through Moodle. ...
Critical thinking is an essential skill that students should be mastered. However, the majority of studies found that students' critical thinking skills were still considered low. This study aims to explore the effect of STEM-PjBL with TPACK learning on students' critical thinking skills in the static fluid. The method used is quasi-experiment involved 21 students from one of the senior high schools in Tulungagung regency. STEM-PjBL with TPACK was used to teach the experiment group, and conventional learning was used to teach the control group. This study showed that there is no significant difference between students' critical thinking skills in both groups (U=25.00, p>0.05). It was probably because students' didn't work collaboratively during project making and had a low dependency on learning. The result implied that improving students' critical thinking skills are not easy to conduct. Furthermore, more attention and effort are needed when implementing STEM-PjBL integrated TPACK during the online learning environment.
... Home learning models recommended by the Ministry of Education include project-based learning, offline learning, home visit techniques, integrated curriculum, blended learning, and internet learning. A significant advancement in higher education has been incorporated into the process of online learning or e-learning (Yen & Lee, 2011). Hence, the students are facilitated during online classes with educators' guidance. ...
... Therefore, the online distance learning model is now becoming a global preference (Newby et al., 2006). Online learning has now become a new trend in the education system especially at the tertiary level (Yen & Lee, 2011). In fact, it allows for better collaboration in a virtual setting in relation to peer to peer as well as instructor to student discussions simultaneously (Schwartz, 2014, as cited in Krishnan, 2016). ...
Online learning has become the most appropriate learning mode in numerous universities because of the COVID-19 pandemic. However, at the University of Guyana, there was little to no preparation in place to deal with the shift from face-to-face to the online mode of learning. During the pandemic, it was online learning that facilitated the university to keep its doors open. This study aimed at investigating students' online learning experiences with first-year Mathematics courses in the Campus. The intended purpose of this study was to bring awareness of students' satisfaction with the online environment. Students' satisfaction with the online learning environment is critical to learning since their satisfaction is directly related to their learning experiences. In fact, literature suggests that satisfaction is positively correlated to academic performance. This research utilized questionnaires for the collection of data from students doing first-year Mathematics courses. To analyze the responses of the students' online learning experiences of mathematical concepts, descriptive statistics were used. The analysis of the results revealed that 40% of the students indicated that the online learning environment helped to improve their learning experiences. When it came to the learning of mathematical concepts and the meeting of learning needs, 40% of the students agreed that the online learning environment had a positive effect. Additionally, the majority of students were satisfied with their online learning experiences. The results of this study can be used to bring greater awareness and to help improve the online mode of delivery in first-year Mathematics courses at the University of Guyana, Turkeyen Campus.
... Also the researchers have noticed an encouraging gain in student's creativity and meta-cognition as well as the specifically increased quality of the lessons provided by the art teachers. Besides this, many recent studies emphasized on the importance of technology based music education favoring the interactions on student and teachers (Smith, Hayes & Shea, 2017;Brook, 2014;Leon & Castro, 2014;Chiu, 2012;Yen & Lee, 2011). In their quest, Ponce de Leon and Castro (2014) aimed at the usage of ICT to enhance the students' knowledge of the professional world of Music. ...
Effects of motivation and its dimensions on students’ performance have been
formerly examined, but generally alone rather than in relation to each other. This study
investigated Sri Lankan secondary school students’ motivation towards learning science in
terms of six key dimensions, and their effects on science performance. A randomly selected
sample of 1316 students participated in this quantitative survey study in which Science
Motivation Questionnaire was used as the research instrument. Overall, students are
moderately motivated, while having high levels of self-efficacy, intrinsic motivation, extrinsic
motivation, and test anxiety. Self-determination and personal relevance were at a moderate
level. All dimensions except test anxiety were positively correlated with science performance.
They were strong predictors of performance in science. Because dimensions of motivation can
potentially manipulate the provocation and sustainment of students’ science-learning activities
and performance, measures to cultivate students’ motivation towards learning science relating
to the six dimensions are suggested.
... There can be many ways to understand highquality human resources from a human resource perspective. From a qualitative perspective, highquality human resources is a workforce capable of meeting critical socio-economic issues, thereby creating high efficiency in job-solving for growth and social development (Afiouni et al., 2014;Yen and Lee, 2011). With a quantitative approach, highquality human resources are equipped with the knowledge and have high professional qualifications. ...
The country's industrialization and modernization and international integration in Ho Chi Minh City (HCMC) have the advantage of a large population and abundant working-age human resources. However, the quality is not high, and the improvement of the quality of human resources is still limited. The training and development of human resources in line with the socio-economic development process have been paid special attention by HCMC, identifying this as one of the five breakthrough programs of the HCMC in the period 2020-2025 to meet the current trend of international integration and competition with many challenges. Besides, the paper focuses on high-quality human resources development in the socio-economic development of HCMC. Moreover, HCMC attaches particular importance to the construction and development of high-quality human resources to meet the cause of industrial promotion requirements. Thus, the author uses descriptive statistics from a survey of 400 experts in human resource management from 400 enterprises. The main findings had more than 60.0 percent agree with improving the quality of human resources for HCMC in the digital economy based on the surveying. The article's novelty proposed some policy implications for high-quality human resources development.
... However, it is not just a simple technology mix, but it produces a highly participatory and personalized learning experience for students (Smith 2014). As per the research, the blended learning leads to an improvement in students' academic achievement and sense of community, improving the interaction between students and students, students and content, and students and external resources (Ceylan and Kesici 2017; Yen and Lee 2011). Teachers assist students in mastering knowledge according to their needs through the blended learning method (Ellis et al. 2006). ...
Blended learning has grown in importance in colleges since the COVID-19 pandemic because it is a creative and effective extension of traditional education. The aim of this paper is to characterize how students’ ability affects their desire for continuous learning in a blended learning environment. In order to do this, a proposed and tested integral model of students’ flow in blended learning environments is constructed. This is achieved by a survey resulting in a sample of 344 valid questionnaires. The theoretical model was tested and validated using the standard methodological procedure based on exploratory and confirmatory analyses. According to the results, the students’ web skills and social skills significantly impact the flow experience in a positive way, and metacognitive regulating ability has a significant negative impact on flow experience, which in return significantly impact the continuous learning intention. In conclusion, some suggestions for teachers and the online teaching systems are put forward to improve students’ continuous learning intention.
... Being a major influence in Indonesia with Sinta2 Ristekdikti's benchmarking to maintain human resource excellence, HEI's task is not only to produce high-quality graduates, but also to harmonize the delivery of quality education that supports industry needs. In this case, academics, through their role must adopt a creativity and innovation approach to attract students to study (Poon, 2013;Yen & Lee, 2011). According to Biggs (2011), learning outcomes must be integrated with teaching methods to enable students to apply the theories they have learned to the workplace. ...
This conceptual framework of natural and social science in elementary school to study measures the relationship between innovative and loving organizational climate. Data was collected among Indonesian academics from state and private elementary school and analyzed using Smart PLSThe students' perceptions of effective interactive teaching using this technology were evaluated statistically using questionnaires. Based on data collected through participation in learning of natural and social science in elementary school. The findings reveal a significant positive relationship between the innovative organizational climate and organizational commitment of natural and social science in elementary school.
... For example, Qian's study divided game elements into 28 types [1]. There are also various game elements, including collaboration [2], role-playing [3], exploration [4], interactivity [5], curiosity [6], and rewards [7]. A gamified mechanic that contains more than five game elements is considered as complex. ...
... However, although online learning or e-learning has been a major trend in higher education (Almuraqab, 2020;Osman, 2018;Quadri, Muhammed, Sanober, Qureshi & Shah, 2017;Yen & Lee, 2011), it is fairly new in K-12 schools. Despite this, in a meta-analysis study (Hillmayr et al., 2020), evidence was found of the use of digital tools to enhance mathematics and science learning in high schools. ...
We are very happy to publish this issue of the International Journal of Learning, Teaching and Educational Research. The International Journal of Learning, Teaching and Educational Research is a peer-reviewed open-access journal committed to publishing high-quality articles in the field of education. Submissions may include full-length articles, case studies and innovative solutions to problems faced by students, educators and directors of educational organisations.
To learn more about this journal, please visit the website http://www.ijlter.org.
We are grateful to the editor-in-chief, members of the Editorial Board and the reviewers for accepting only high quality articles in this issue.
We seize this opportunity to thank them for their great collaboration. The Editorial Board is composed of renowned people from across the world. Each paper is reviewed by at least two blind reviewers.
We will endeavour to ensure the reputation and quality of this journal with this issue.
... Problem-solving is an activity carried out by someone who is directed at achieving goals using a method or strategy and requires proper mental representation (Metallidou, 2009). A person's problem-solving capabilities achievement can be measured from four components, namely; resources, heuristics, control, and belief (Yen & Lee, 2011). These capabilities are strongly influenced by the understanding of materials and a person's metacog-nitive skills to find solutions to problems (Ijirana & Supriyadi, 2018) that will provide new knowledge, skills, and other components on the person (Fischer & Neubert, 2015). ...
This study aims to longitudinally describe the metacognitive skills and external representation in the context of problem-solving at Chemistry Education, Tadulako University. The qualitative study respondents were selected from a number of first year students for two consecutive semesters. Two respondents were selected based on results of selection using a metacognitive skills assessment questionnaire (MCAI) and we categorized as high and medium. Three problems were resolved by respondents at intervals of one to two weeks in each semester through a one-on-one thinking aloud and it was followed by a semi-structured interview. Data collection was recorded using a video camera. Metacognitive skills and external representation data from the odd and even semesters were deeply analyzed. This analysis technique was carried out by examining the results of problem solving and semi-structured interviews in detail and matching them with the indicators of metacogni-tive skills and external representation used by both respondents. The data analysis results showed that the thinking ability of respondents with high metacognitive skills in problem solving, experienced developments over time along with the development of their cognitive regulation and external representation. On the other hand, respondents with intermediate metacognitive skills during problem solving, were relatively the same for two consecutive semesters. Therefore, teachers need to consider the use of learning strategies by taking into account the number of students who have dominant characteristics in classroom learning, in terms of metacog-nitive skills and external representation.
... A blended learning strategy is simply defined as a formal education program that combines both online classes and faceto-face ones (Hrastinski, 2019). Combining the two modalities of face-to-face and online instruction, can enhance learners' engagement (Sahni, 2019), achievements (Yen & Lee, 2011), and motivation (Law, et al., 2019). A new form of blended learning which is called flipped learning, requires teachers to record their lesson and upload it on a designated website and ask their students to watch it prior to their class (Bergmann & Sams, 2012). ...
Upon the emergence of new instructional assessments of writing in foreign language classes, peer assessment (PA) has received special attention by teachers over the past decades. Accordingly, this study aimed to investigate the impact of PA in face-to-face, blended, and flipped classes on English Foreign Language Learners' (EFL) essay writing. To this aim, 65 students were homogenized by the Oxford Placement Test (OPT), and 36 students were selected and randomly assigned to three groups of blended, flipped, and face-to-face. Writing an argumentative essay as a pre-test was administrated at the beginning of the study to inspect the participants' prior writing proficiency. Regarding the treatment, the flipped group was instructed to use PA within the online class, and the blended group received instruction in an online class and applied PA in a face-to-face one, while the face-to-face group was instructed to use PA in the conventional class. After the treatment sessions, all groups attended to write an argumentative essay as a post-test. Paired sample t-test and ANOVA were used to compare the mean scores of the pre-and post-tests of each group. The results of data analysis showed that the experimental groups outperformed the control group in the post-test. Also, the results of ANOVA implied that there was not any significant difference between the effect of PA in the flipped and blended groups in the post-test. The results of this study can be useful for English language students, teachers, and researchers interested in using different technologies in teaching.
... Thus, the blended learning model in which the merger between traditional learning models and distributed learning models facilitates students to be able to learn in an interactive and collaborative environment [16,17]. A similar argument comes from Yen & Lee [18], who argue that blended learning unites every best element in traditional classrooms and virtual learning models in depth so that blended learning is believed to be the dominant learning model in this generation Z. ...
This is an edited e-book derived from the Critical ARts for Sustainable Societies (CARE/SS) Erasmus + funded project. It has 3 parts and 14 chapters with different authors. Part I introduces the CARE/SS project and its theoretical background, along with a state-of-the-art review of different models of distance learning (DL) and blended learning (BL) in higher education institutions. Part II presents research on academics’ views, attitudes and experiences in the 5 partner countries (individual reports and summary). Part III identifies relevant research in the arts disciplines and proposes a transformative pedagogical framework for DL or BL, specifically in the arts education disciplines.
All research outputs of the CARE/SS project are open access on the project's website: https://care-ss.frederick.ac.cy/
Blended problem-based learning (BPBL) combines problem-based learning (PBL)'s active engagement with blended learning (BL)'s flexible delivery, creating a powerful learning experience. This paper contributes by conducting a systematic literature review using the PRISMA method, based on selection criteria, covering 24 articles published between 2009 and 2023. The analysis explores the trends, technological integration, and design elements of BPBL. BPBL research has shown a steady growth trend in large samples and multi-disciplinary applications and has a significant effect on students' performance and higher-order thinking abilities in recent years; online course learning platforms and computer software (Google+ Hangout Video Conference, Zoom Application, Google Classroom Application, mobile applications, blogs, and mobile social networks AutoPlay studio; Video recording etc.) are the most widely technology used in BPBL, when integrating technology, we need to consider the benefits and challenges of technology. After analyzing the articles, we proposed that elements such as needs analysis, propose problem, technology integration, teaching activity and resource design, interaction, evaluation and feedback should be considered when designing BPBL, among them, interaction in the learning process is a key element. Finally, we hope this article can provide theoretical and practical guidance for educators when designing BPBL teaching.
A mixed strategy that minimizes drawbacks, both in-person and virtual learning settings, and
combines their benefits is known as blended learning. A portion of the course is completed in a
classroom setting under the guidance of an instructor in blended learning, and the remaining portion
can be undertaken by the student independently, at their convenience and location, using electronic,
online, or alternative methods like learning management systems. This research aims to investigate
students' experiences with blended learning in higher education across the university. A causalcomparative
research design was used to find out the university student's perception on blended
learning. All the university students of district Lahore were taken as the population of the current
research. A sample of 200 university students was selected using a convenient sampling technique. A
standardized questionnaire was used for this research. Data was obtained through the distribution of
a questionnaire among the respondents. Descriptive (mean, frequency) and inferential (t-test)
statistical analysis techniques were used to analyze the data. The research findings indicate a
statistically significant difference in students' perceptions of blended learning between public and
private sector universities. This study suggested that universities must try to improve the quality of
internet service because technological infrastructure is crucial for fostering positive blended learning
experiences among university students.
Different technological approaches are widely used in this technologically advanced era to ensure interactive engagement and communication during the instructional process in order to deliver and understand the content materials effectively and to make the teaching-learning process more effective, successful, and productive. Therefore, the aim/goal of this paper was to investigate how the hybrid learning model affected adolescents' academic performance in secondary-level chemistry. Due to cultural barriers, the study was restricted to only male adolescents. Therefore, only 50 Grade 10 students from Government Boys High School Khurram (Karak) were chosen at random for this study. Data collection utilized an equivalent group’s pretest-posttest design. In this experimental study, the blended learning face-to-face driver model was employed. The control group received traditional instruction, while the experimental group underwent a blended learning approach using a face-to-face driver model. The experiment was finished in two months. A post-test was then scheduled to evaluate the academic progress of both groups. The data was examined using the independent samples t-test, the standard deviation and mean, the. The outcomes showed that the blending learning model has a favorable impact on students' academic success in chemistry. Additionally, it significantly improves each rank of the cognitive realm of Bloom's Taxonomy for chemistry. As a result, it is advised that science teachers use a blended learning approach rather than the conventional one to raise students' academic achievement.
Blended learning (BL) combines online and face-to-face teaching and learning and is thought to be an effective means to cultivate learners’ sustainability literacy. The success of BL relies on learners who take the initiative to participate in the learning process. Therefore, this study aims to examine learners’ acceptance of the BL system. The technology acceptance model (TAM) and the self-efficacy theory are combined to construct a systematic model to determine the learners’ continuous intention to adopt BL. Seven constructs are identified, i.e., course quality (CQ), technical support (TS), perceived usefulness (PU), perceived ease of use (PEOU), satisfaction (SE), self-efficacy (SE), and behavioral intentions (BI). A survey was conducted using a close-ended questionnaire, and 461 valid responses were collected from Huaqiao University’s undergraduate students. Covariance-based structural equation modelling was performed. The empirical findings show that except for the hypothesis regarding the connection between PU and PEOU, all the other hypotheses are verified. CQ stands out as having the greatest positive effect on PEOU, which highlights the importance of CQ for BL. The study also confirms that PU significantly impacts SA, SE, and BI, and both SA and SE significantly influence BI. Based on these results, some suggestions are provided for educators and administrators as to how to better design BL systems to strengthen sustainability education.
Researchers have pointed out that Moodle usage, a type of software supporting blended learning enhances learning beyond the classroom. It is proven that blended learning takes place when Moodle is employed. The aim of this study was to investigate what perceptions the EFL university students had toward the Moodle Quiz-supported listening practice. This was a descriptive research. The instrument of this study was a questionnaire developed by generating a list of factors derived from the literature to find out what perceptions EFL students at Tay Do University had toward the Moodle Quiz-supported listening practice. The questionnaire was based on close-ended five-point Likert scale statements. The findings showed that the participants held a positive perception toward the Moodle Quiz-supported listening practice as it enhanced learning outcomes, enhanced their interest/enjoyment in listening to English, promoted their independent learning, fostered a flexible learning environment, and provided authentic materials.
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How can talent training be implemented and enforced in course teaching, the smallest and most pervasive unit of human education, within the context of the construction of the New Liberal Arts? This paper describes and evaluates a curriculum development program that emphasizes the development of adaptability. In the curriculum creation link, this program seeks to make clear the major nodes of reform backdrop, value orientation, cultivation goals, and teaching design. It is stated that a blended teaching model will be a key tool for facilitating a future-focused, realizable, and effective curriculum development reform that is centered on the development of adaptive competences. The direction of effort for the course teaching for particular courses is toward further enhancing and operationalizing the curriculum construction in conjunction with the nature and characteristics of the course and the implementation focus and implementation strategy of the CoI theoretical framework.
Learning Style (LS) are a versatile category and considered individualized methods selected by each student. Each student has strengths and weaknesses in the learning process. These strengths and weaknesses can be gathered, on which each student’s selection on effective learning contents, methods towards blended learning for their own should be based. Blended learning (BL) means that at any time a student attends at least a part of a lesson in the tradition classroom and other parts through online learning where students can be proactive in their time, place, the ways, and speed of learning. However, to organize and implement the learning process based on students’ LS, it is necessary to have a learning procedure where there are interactions between instructors and students for the highest learning goals. This study used mixed with qualitative and quantitative methods to survey and analysis from155 lecturers from different universities in Vietnam conducted between 2019 and 2020, and proposing procedure to develop a learning style using the BL model approach in online teaching. Research results with this style-based BL model, each teacher when design and teach will comply with the standards of teaching-learning design, design of digital resources, and online teaching-learning activities, will to improve the quality of teaching in higher education.
The sudden outbreak of COVID-19 has made blended learning widely accepted, followed by many studies committed to blended learning outcomes and student attitudes. Few studies have, however, focused on the summarized effect of blended learning. To complement this missing link, this study meta-analytically reviews blended learning outcomes and student attitudes by including 30 peer-reviewed journal articles and 70 effect sizes. It concludes that blended learning outcomes are significantly higher than the traditional learning outcomes with a medium effect size, and learners hold significantly more positive attitudes toward blended learning than traditional learning with a medium effect size. Blended learning may be promising, and information technology scientists may focus on the development of more advanced and effective devices to improve blended learning effectiveness.
In the “Internet + ” era, the English majors in higher vocational education in China are also undergoing a massive transformation. Teachers have increasing opportunities to use the online teaching platform. And they also need to probe into how to play the role of the online education platform, according to the actual teaching situation, circumvent the shortcomings of the online education platform, and improve students’ practical ability. This paper mainly analyzes the pros and cons of the online education platform in the application of higher vocational English education and tries to find out measures to play the role of online education platform hoping to provide reference for teachers.
Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless, the criteria of establishing a context-aware ubiquitous learning environment have not yet been clearly defined, not to mention the strategies of conducting effective learning activities. To resolve these problems, this paper presents the basic criteria, strategies, and research issues of context-aware ubiquitous learning, and identifies the necessary check items as well for the development of such learning environment. Illustrative examples of conducting context-aware ubiquitous learning activities and the requirements of setting up such learning environment are also presented at the end of this paper.
This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies
while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes
in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics
at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37
students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across
students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested
that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized
as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within
a case-based course.
Often after students solve a problem they believe they have accomplished their mission and stop further exploration. The purpose of this article is to discuss ways to encourage students to "look back" so as to maximise their learning opportunities. According to Polya, by "looking back" at a completed solution, by reconsidering and re-examining the result and the path that led to it, students can consolidate their knowledge and develop their ability to solve problems (Polya, 1945/1971). In this article, the authors extend Polya's thoughts on looking back and propose three ways of encouraging students to "look back" after completing the solution to a problem. The three approaches to encourage students to look back: (1) generating, analysing, and comparing alternative solutions; (2) posing new problems; and (3) making generalizations are discussed. (Contains 5 figures.)
Novice physics students were constrained to carry out qualitative and hierarchically structured problem analyses that were designed to mimic those used by experts. Each problem analysis required that novices consider questions concerning principles, concepts, and procedures. The effects of structuring novices' problem analyses in this way were assessed in three areas: (a) judgments of solution similarity, (b) reasoning about solution similarity, and (c) problem solving. Experiment 1 provides evidence that performing qualitative and hierarchically structured problem analyses leads novices to make more expertlike judgments of solution similarity. As shown in Experiment 2, this shift is due to an increased focus by novices upon the deep structure of problems. The results of Experiment 3 indicate that qualitative and hierarchically structured problem analyses can improve novices' ability to solve problems. We discuss the pedagogical implications of these findings.
handheld computers, wireless networks, electronic guides, mobile computing devices Recent advances in wireless network technologies create the potential to significantly enhance the experience of a visit to a museum. On the exhibit floor, visitors carrying wirelessly connected portable devices can be given opportunities for exploration, sharing, explanations, context, background, analytical tools, and suggestions for related experiences. When these devices are part of a Web-based network, they can help extend the museum visit: in advance, through activities that orient visitors, and afterward, through opportunities to reflect and explore related ideas. The Electronic Guidebook project is a study of visitors equipped with such technologies, conducted by the Exploratorium in partnership with researchers at Hewlett-Packard Labs and the Concord Consortium. The project is investigating how a Web-based computing infrastructure can provide museum visitors with an augmented museum experience, so that they can better plan their visit, get the most out of it while they are in the museum, and be able to refer back to their visit once they have returned to their home or classroom. The goal is to understand what technological infrastructure supports this extended museum experience, and to obtain preliminary data on how different aspects of the technologies, and the content delivered through them, affects engagement with the exhibits and pre-or post-visit learning activities. The project created a test-bed and tested a network using a variety of handheld computers and radio-frequency identification tags to link visitors with exhibit-related content delivered by a Web-based server. Visitors in the study were able to access Web-based content, including text, images, video, and audio, during a visit. In addition, they were able to construct a record of their visit by book-marking exhibit content, creating images, notations, and other artifacts and to access it on a personal Web page in the museum or following their visit. Abstract. Recent advances in wireless network technologies create the potential to significantly enhance the experience of a visit to a museum. On the exhibit floor, visitors carrying wirelessly connected portable devices can be given opportunities for exploration, sharing, explanations, context, background, analytical tools, and suggestions for related experiences. When these devices are part of a Web-based network, they can help extend the museum visit: in advance, through activities that orient visitors, and afterward, through opportunities to reflect and explore related ideas. The Electronic Guidebook project is a study of visitors equipped with such technologies, conducted by the Exploratorium in partnership with researchers at Hewlett-Packard Labs and the Concord Consortium. The project is investigating how a Web-based computing infrastructure can provide museum visitors with an augmented museum experience, so that they can better plan their visit, get the most out of it while they are in the museum, and be able to refer back to their visit once they have returned to their home or classroom. The goal is to understand what technological infrastructure supports this extended museum experience, and to obtain preliminary data on how different aspects of the technologies, and the content delivered through them, affects engagement with the exhibits and pre-or post-visit learning activities. The project created a test-bed and tested a network using a variety of handheld computers and radio-frequency identification tags to link visitors with exhibit-related content delivered by a Web-based server. Visitors in the study were able to access Web-based content, including text, images, video, and audio, during a visit. In addition, they were able to construct a record of their visit by book-marking exhibit content, creating images, notations, and other artifacts and to access it on a personal Web page in the museum or following their visit.
In this paper, we describe the experience of designing a collaborative learning activity for a traditional historical/cultural museum. The activity, based on a "Mystery in the Museum" story, involves collaboration of small groups of students through mobile handheld devices. An application has been built that permits authoring of such activities, while a usability evaluation study was performed that revealed some of the limitations of the design. The reported findings can be of use to those interested in following similar approaches in cultural and educational settings, and draw conclusions of general interest relating to interaction and collaboration through mobile technology.
THE HANDBOOK OF BLENDED LEARNING:Global Perspectives, Local Designs Curtis J. Bonk (ed.) and Charles R. Graham (ed.), Jay Cross (Foreword),Micheal G. Moore Foreword) ISBN: 978-0-7879-7758-0 Publisher: John Wiley & Sons, Inc. Pfeiffer Pages: 624 March 2006.Reviewed by Alev ATESPhD Student at Curriculum and Instruction,Lecturer at Computer Education and Instructional Technologies,Faculty of Education, Ege University, Izmir, TURKEYBlended learning or blended e-learning sounds like aconfusing term at first since it is relatively a new term fortoday‘s instructors. However, Moore reports that it can betraced as far back as the 1920s which was called ―supervisedcorrespondence study‖. For clarification of the term ―blendedlearning‖ and informing the instructors about its commonpractices worldwide, the book provides readers a comprehensive resource about blended learning. It aims to raise awareness of adopting BL from institutional perspectives of many chapter authors from Australia, Korea, Malaysia, the UK, Canada and South Africa who are distinguished people mostly in instructional technology era. With this book, I guess the editors aim at both showing the big picture at macro level and present micro level examples which provide details of blended learning applications among their strengths and weaknesses. As introduced in the book, one ofthe editors Curtis J. Bonk, a former corporate controller and CPA, is now professor of educational psychology as well as instructional systems technology at Indiana University; the other editor Charles R. Graham is an assistant professor of instructionalpsychology and technology at Brigham Young University with a focus on technologymediated teaching and learning.The book is of eight parts including 39 chapters besides two forewords. Therefore, theorganization of this review is considered to take a holistic view for each parts while emphasizing the original and/or impressive aspects that chapter authors provided and it concludes with a summary paragraph including personal comments about the bookand the blended learning itself.The book starts with discussing the importance of blended learning (BL). The authors implied that in 2003, ASTD (American Society for Training and Development) identified blended learning as one of the top ten trends to emerge in the knowledge industry.Also, the prediction of increase in the use of BL for delivering training at companies and higher education institutes is common worldwide.Originally, this book contains two forewords. In the first forewords section written byJay Cross who is introduced as a thought leader in learning technology, performance improvement and organizational culture and coined the terms e-learning and work flow learning. He reflected the corporate training aspects of the book and implied that hecould not imagine unblended learning since it is foolish to think that delegating the entire training role to the computer can work. He reported that BL is not something like 40 percent online, 60 percent classroom or face to face instruction. As Ellen Wagnerdescribed ―..BL models provide essential methodological scaffolding needed to effectively combine face-to-face instruction and arrays of content objects..‖. The ingredients of the blend must accommodate learning needs and instructional design should be considered accordingly. BL is claimed to be a stepping-stone for the futurewhich reminds us to look at learning challenges from many directions.The second forewords section is written by Micheal G. Moore, introduces as a piooner in distance education and founder and editor of the American Journal of Distance Education. The editors mention that this section is written from a higher educationperspective. Micheal G. Moore states that BL is a long-neglected idea and the advantages of combining classroom and home or work place are being discovered by educators and policy makers recently.In Part One: Introduction to Blended Learning, Charles R. Graham introduces readers with emergence of blended learning, and defines blended learning as ―BL systems combine face-to-face instruction with computer mediated instruction‖. He claims that;generally, people chose BL for three reasons: improved pedagogy, increased access and flexibility, increased cost-effectiveness.He presents existing blended learning models using by many sectors and organizationsand discusses the importance and usefulness of BL for now and in the future. ElliottMasie also provides reasons for creating blended learning and claims that it is animperative which reflects the blended nature of our world and learning process. On the other hand, Jennifer Hofmann mentions the chronology of learning delivery technologies before identifying the need for a blended solution. She presents many headings starting with ―How do we..?‖ which provide practical solutions andexplanations for the instructors who wish to try blended learning designs but uncertain about it. Ellen D. Wagner welcomes the readers to ―a world of occasionally connected, fully interactive digital experiences‖ and asks them ―what instructional paradigm couldbe better suited for exploiting the potential of education unplugged than blended learning‖. She discusses the importance of interaction comprehensively and reviewed various models of instructional interaction.In Part Two: Corporate blended learning models and perspectives, the authors provide blended learning models and frameworks of six major corporations which are IBM, Sun Microsystems, Microsoft, Avaya, Cisco, and Oracle and discusses many issues regardingvarious BL experiences. In Part Three: Higher education blended learning models and perspectives, higher education (HE) models for BL from universities in New Zealand, Wales and UK are presented besides BL examples and institutional strategies fromWebCT officers.Barbara Ross and Karen Gage imply that although hybrid (or blended) courses do not fit easily into HE administration structure and require rethinking of the ways for teaching, they provide the best way to improve student learning outcomes. Examples from New Zealand (the Massey University and the Open Polytechnic), Wales (TheUniversity of Glamorgan), USA (California-National University in teacher education, In Part Four: For-profit and online university perspectives, the University of Phoenix, Capella University and Jones International University) provide different histories and programs of BL practices in local designs besides its impact on students with various demographics. Several practices and cases are able to stimulate higher educators to review the aspects and discuss issues in applying BL models in their own institutions.In Part Five: Cases of blended learning in higher education from around the world,specific case situations from twelve different countries which are Japan, Korea, China, Malaysia, Singapore, Australia, Canada, the United States, Mexico, Israel, the United Kingdom and South Africa are highlighted. These cases can provide readers a great understanding for implementation of BL according to diverse learning needs and cultures. However, I have also expected to see cases from Anadolu University in Turkey, since it is the fourth largest university in the world by enrollment and the national provider of open education since 1982 with over 1.500.000 enrollments (AU,2009). This valuable contribution could have helped to complete the global picture of distance and blended learning practices in higher education.In Part Six: Multinational blended learning perspectives, the integration of learning technologies into Europe‘s education besides BL in Africa and the Middle East and in the context of international development are highlighted. In Part Seven: Workplace, on demand, and authentic learning, emerging trends in workplace, work flow and ondemand learning are provided. The opportunities for mentoring and apprenticeship in learning in the workplace are discussed.In Part Eight: Future trends in blended learning, emerging technologies such as simulations, mobile technologies, augmented reality and reusable content objects which will affect BL opportunities are presented. The chapters in this part, provideinteresting examples regarding BL in military training, mixed and virtual reality technologies and future trends besides predictions.Finally, the authors concluded that BL can provide adults numerous learning options ―without ever showing up on campus‖ and they mention that most of what has been introduced as learning options in this book would outdate in ten or twenty years. When considering the fact that different economic conditions and situations of developed and developing countries and digital divide, I disagree with this notion. Those learning options might be outdated for some developed countries while still in-use for theothers.In conclusion, ―The Handbook of Blended Learning: Global Perspectives, Local Designs‖is a quite comprehensive reference with the contributions of prominent experts in instructional technology and a helpful handbook for those who wish to learn more about blended learning, BL design models and example case studies of worldwideimplementations in local higher education institutes and also in organizations.As one of our studies‘ about the pre-service teachers‘ views on blended learning (Ateş,Turalı and Güneyce, 2008) indicates, traditional face to face learning environment isindispensable for social aspect of teaching and learning however Internet based asynchronous technologies such as e-mail, forum, listserv, blog, e-portfolio, webfolio..etc. can provide learners more flexible and interactive learning environments independent from time and space. Also, synchronous technologies such as chat,videoconferencing, instant messaging tools. etc. can enhance interaction between instructors and learners which may provide motivation for learning.Thus, it is rationale to take advantage of both Internet and other technologies such asmobile devices, simulations and face to face learning. The point is that as Lefoe and Hedberg suggest in Chapter Twenty-Three, ―time needs to be provided for knowledge generation and planning activities, not just the servicing of students‘ immediatelearning needs.‖ Personally, I am convinced that the future requires blended learning since with the infusion of various technologies and communication modes into our lives; we are surrounded by a blending world which will be more blended in the future.And surely, this effects and will keep on affecting the way we teach and learn now and in the future.BIODATA and CONTACT ADDRESSES of AUTHORLect. Alev ATES graduated Dokuz Eylul University, Faculty of Education, Computer Education and Instructional Technologies (CEIT) department in 2003. As a computer teacher at a high school in Izmir, she worked for Ministry of National Education for three years. She had Master Degree in CEIT in 2005 by completing her thesis about the effectiveness of computer-assisted English instruction on high school preparatory students' attitudes towards computers and English. She started lecturing at Ege CEIT in 2006 and now she is also a PhD student in Curriculum and Instruction Program of Social Sciences Institute of Ege University. She is interested in ICT ineducation, blended e-learning, educational software design issues and ICT teacher education.Lect. Alev ATESEge University, Faculty of Education,Computer Education and Instructional TechnologiesBornova, Izmir, TURKEYWeb: http://egitim.ege.edu.tr/~aatesTel: (+90232) 3884000/2229E-mail: alev.ates@ege.edu.trREFERENCESAteş, A., Turalı, Y. and Güneyce, Z. (2008). Using blended learning model in teacher education: A case study. In Proceedings of the 2nd International Computer and Instructional Technologies Symposium, April 16-18, Ege University, Kuşadası,Aydın, Turkey, Pegema Publishing, pp.1118-1130, ISBN: 978 – 605 – 5885 – 49 – 6.AU (2009). About Anadolu University. Retrieved in August 15th, 2009, Available athttp://www.anadolu.edu.tr/en/universitemiz/hakkinda.aspx
The price of propanol and derivatives are under pressure due to the improving demands and continuously increasing raw materials costs. Dow and Eastman launched a 2% increase for propanol and its main derivatives. The increase in prices is mainly due to the feedstock costs which include ethylene and natural gas or naphtha. Ethylene prices settled up a penny per pound for December and produces have increases on the table from 3 cents to 5 cents per pound based on rising crude oil costs.
Reflecting important new research developments of the past eight years as well as classic theories of problem solving, this book provides a balanced survey of the higher cognitive processes, human thinking, problem solving, and learning. Divided into four parts, the book discusses associationism and Gestalt theory before introducing current research and theories of induction and deduction in part two. Part three considers recent cognitive theories and discusses information-processing analysis, outlining techniques for analyzing cognition into processes, strategies, and knowledge structures. Finally, the implications and applications of findings in cognitive psychology are examined, with emphasis on applications such as teaching creative problem solving and intelligence measurement. The Second Edition updates research and includes new chapters on everyday thinking, expert problem solving, and analogical reasoning to reflect the growing interest in problem solving within specific domains and in real situations. New and classic problem solving exercises are used liberally throughout the text to illustrate concepts and to enhance the reader's active involvement in the process of problem solving.
In many instances, a stand-alone simulation-based e-learning course can be a satisfactory solu-tion for training. However, there are some situations where people need more than just online courseware. Blended learning – the combination of instructor-led and e-learning methods – is probably one of the most successful training approaches used today. Not only does it provide all the benefits of e-learning, including cost reductions, time efficiencies and convenience for the user, but it also provides that essential one-on-one, personal understanding and motivation that only a human instructor can provide. In general, e-learning by itself is an effective way for organisations to train their workforces. The overall effect of learning, however, can be greatly enhanced by also using the master-apprentice (instructor-led) model. This is because learning is made all the better when somebody takes an active interest in how well we are doing, and offers to give us a hand when we get stuck.
Scitation is the online home of leading journals and conference proceedings from AIP Publishing and AIP Member Societies
In many mathematical problems, students can feel that the universality of a conjecture or a formula is validated by their
experiment and experience. In contrast, students generally do not feel that deductive explanations strengthen their conviction
that a conjecture or a formula is true. In order to cope up with students’ conviction based only on empirical experience and
to create a need for deductive explanations, we developed a problem-solving activity with technology support intended to cause
cognitive conflict. In this article, we describe the process conducted for this activity that led students to contradictions
between conjectures and findings. The teacher could create familiar problem-solving situations and use students’ naïve inductive
approaches to make students think mathematically and establish the necessity for proof via computer support.
This study aimed to investigate children's performance and perception of problem difficulty in solving everyday mathematical problems with familiar versus unfamiliar contexts. In addition, the ways that children identify the similarities in problem-solving approaches between problem settings and everyday shopping were also examined. Forty-eight 4th-grade children participated in this study. Both quantitative and qualitative analyses were used. The results demonstrated that the familiar contexts neither enhance children's problem-solving performance nor decrease problem difficulty. More than half of the children did not identify the similarity in problem-solving approaches between problem settings and real shopping. When making judgments, even good problem-solvers were found to be distracted by superficial features in outward appearance and global mapping in similarity. This research highlights that children in the process of solving problems tend to be distracted by non-mathematical features in the problem settings. Some implications for instruction are given.
This discussion of blended learning environments covers: (1) background; (2) why the term "blended" is used, and what can be blended; (3) goals of blended learning environments, including pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision; and (4) characteristics of five case studies. (MES)
This study explored gender differences in the relationship between young people's mathematics attitudes and their perceptions toward virtual manipulatives. Seven hundred eighty junior high school adolescents who participated in the problem-solving activity using virtual manipulatives were selected for examination. The study found the male adolescents' views on motivation and enjoyment of mathematics could explain many aspects of their perceptions toward virtual manipulatives. The female adolescents' views on the importance of mathematics and freedom from fear of mathematics could explain many aspects of their perceptions toward virtual manipulatives. However, motivation, enjoyment, and importance of mathematics were more prominent than freedom from fear of mathematics in predicting male adolescents' perceptions toward virtual manipulatives, and freedom from fear and importance of mathematics were more prominent than enjoyment and motivation of mathematics in predicting female adolescents' perceptions toward virtual manipulatives. Two implications can be drawn from this study. First, teachers could provide males with appealing problem contexts not only to be used to remove the fear of mathematics, but also to be used for enjoyment and as motivation to see the importance of mathematics. Then male students could be encouraged to have more confirmed positive perceptions toward virtual manipulatives when engaging in the activities of computer-based mathematics. Second, teachers could provide females with interesting teaching activities, not only to be used for motivation and the enjoyment of mathematics, but also to be used to remove the fear of mathematics and for experiencing the importance of mathematics. Then female students could have positive perceptions toward virtual manipulatives when technology was integrated into the classroom to enhance learning and to support effective mathematics teaching.
The purpose of this study was to investigate the effects of type of question prompt and level of prior knowledge on non-routine mathematical problem solving. A computer game was blended within the pattern reasoning tasks, along with question prompts, in order to demonstrate and enhance the connections between viable problem-solving strategies and the content knowledge in a visible manner. Seventy-eight 9th graders from two classes in a public junior high school participated in the 6-week experimental instruction. Participants were randomly assigned to the specific-prompt group and the general-prompt group to receive the one-hour weekly treatment. The results revealed that (a) the interaction of question prompts and prior knowledge was not significant, and (b) for the problem-solving performances, the specific-prompt group outperformed the general-prompt group and the high prior-knowledge group outperformed the low prior-knowledge group. Further, students receiving specific prompts outperformed those receiving general prompts in the problem-solving performance: reasoning for two variables. Students with high prior knowledge outperformed those with low prior knowledge in the two problem-solving performances: reasoning for one variable and reasoning for two variables. It was also found that prior knowledge and comprehensive mathematical ability were important predictors for the two problem-solving performances: reasoning for one variable and reasoning for two variables. However question prompts and mathematics attitude were not significant predictors for predicting the problem-solving performance of reasoning for one variable. Lastly, implications for these results and recommendations for future research were discussed.
The effect of surface heterogeneity in dc and ac voltammetries has been investigated with a variety of dual-electrode materials and electrode reactions for quasireversible electron-transfer reactions in which the substrate and product are present as solutes. Typically, and as theoretically expected, when two distinctly different surfaces are present, the faradaic currents arising from each region combine additively. This leads to a marked effect on the shape of the transient response, particularly in the ac voltammetric case. However, heterogeneity is not possible to detect when the rate constants for the two regions are identical in magnitude (or reversible). At the other extremity where very large differences in rate constants occur, it is possible to detect fully resolved voltammetric process. For example, the presence of a small region of edge planes on an otherwise highly ordered pyrolytic graphite electrode surfaces clearly reveals itself in the case of [Fe(CN)6]3− electro-reduction. In this example, the vastly enhanced reversibility of the electron-transfer at defect sites present in the edge planes, compared with the much slower reaction on the highly ordered pyrolytic graphite surface leads to detection of two well resolved [Fe(CN)6]3−/4− processes from an experiment at a single electrode.
Recent research studies have reported on how novices and experts differ in storing, organizing, and retrieving subject matter knowledge and on how they apply their knowledge to solve new problems. These findings have been integrated and implemented in a computer environment to help novices improve their problem-solving skills. An outline of this implementation and the manner in which it is used in an undergraduate hydraulic engineering course are presented. Student feedback on the educational value of this approach as well as data to demonstrate the improvement in their problem-solving abilities are also included. Preliminary evidence supporting the validity of computerized assessment of problem-solving skills is also included.
Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.
Studying worked examples and engaging in self-explanation are well-supported strategies for developing self-regulated learning and improving student performance. Our efforts involve a design theory approach to creating a Web-based learning tool that uses the notion of a weekly quiz to draw students into an environment that supports the development of fundamental strategies for improving performance and well-structured problem solving. This manuscript describes a quasi-experimental study to isolate the specific impact of our tool on student learning and motivation. Results are inconclusive about an impact for students only provided with worked examples. The combination of a worked example with a self-explanation prompt produces improvement in performance, problem solving skill, and self-efficacy.
Museums provide important avenues for lifelong learning, and using information and communication technology to maximize a museum’s lifelong learning potential is a recognized issue. This study proposed a human–computer–context interaction (HCCI) framework as a guide for designing a mobile electronic guidebook for a history museum. To fulfill the goals of the HCCI framework, two strategies, problem-based inquiry and historical-context-embedded visiting, were used to implement a HCCI guidebook. To evaluate the effects of the HCCI guidebook, this study conducted an experiment to compare three visiting modes: Visiting with the HCCI guidebook; visiting with a worksheet; and visiting without any supplementary tools. Sixty-two college students participated in the evaluation of the HCCI guidebook in the Tang dynasty tri-color glazed pottery exhibition at the National Museum of History. The results showed that the students with the HCCI guidebooks had, on average, a longer holding time with exhibits than either students with paper-based worksheets or students without supplementary materials. However, there were no significant differences in the knowledge gained about exhibits among the three modes.
Technology-mediated learning methods are widely used by organizations and educational institutions to deliver information technology training. One form of technology-mediated learning, e-learning, in which the platform is the tutor, is quickly becoming the cost-effective solution of choice for many corporations. Unfortunately, the learning outcomes have been very disappointing. E-learning training makes an implicit assumption that learners can apply a high level of self-directed learning to assimilate the training content. In contrast, based on perspectives from social cognitive theory, we propose that instructional strategies need to persuade learners to follow self-regulated learning strategies. We test our ideas with participants who were trained through e-learning to design a website. Our findings indicate that participants who were induced to follow self-regulated learning strategies scored significantly higher on learning outcomes than those who were not persuaded to do so. We discuss our findings, and suggest that the interaction among information technology features, instructional strategies, and psychological learning processes offers a fruitful avenue for future information systems training research.
Nasopharyngeal carcinoma (NPC) is closely associated with Epstein-Barr virus (EBV) infection and exposure to environmental carcinogens. In this study, an inducible Epstein-Barr virus (EBV) reactivation NPC cell line, NA, was used to investigate the impact of recurrent 12-O-tetradecanoylphorbol-13-acetate-sodium n-butyrate (TPA/SB) treatment and EBV reactivation on chromosomal abnormalities utilizing array-based comparative genomic hybridization (CGH). It was observed that most copy-number aberrations (CNA) were progressively nonrandomly clustered on chromosomes 3, 8, and 9, as the frequency of TPA/SB treatment and EBV reactivation increased. All of the prominent amplicons detected (including 3p14.1, 3p13, 3p12.3, 3p12.2, 3q26.2, 3q26.31, and 3q26.32) were located on chromosome 3, with multiple oncogenes assigned to these sites. The amplification patterns of 3p12.3 and 3q26.2 were validated using fluorescence in situ hybridization (FISH) analysis. Subsequent quantitative real-time polymerase chain reaction detected increasing expression of ROBO1 and SKIL oncogenes in NA cells harboring higher frequency of TPA/SB treatment and EBV reactivation, consistent with copy-number amplification of these loci. These findings demonstrate that a high incidence of TPA/SB induced-EBV reactivation has a profound influence on the carcinogenesis of NPC through altered DNA copy number.
Thesis (M. A.) --Michigan State University. Dept. of Telecommunication, Information Studies and Media, 2004. Includes bibliographical references (leaves 46-47).
The purpose of this study was to explore adolescents' perceptions and attitudes regarding the Internet, by gender. Data were collected from 636 high school students in Taiwan. It was found that male adolescents perceived the Internet more as a "toy," while female adolescents perceived the Internet more as a "technology," "tool" or "tour." Results indicated that females held more pragmatic views of the Internet, whereas males believed they could obtain more enjoyment from the Internet. In addition, males expressed significantly more positive attitudes than did females on two aspects of the Internet: usefulness and perceived control. However, no significant gender differences were found in terms of the affection and behavior aspects of using the Internet. More importantly, females tended to show higher Internet self-efficacy than did males. It is suggested that gender differences regarding the Internet might be narrowing because female adolescents are acquiring more experience with it.
A case study approach to blended learning
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Some studies on technology support for outdoor mobile learning
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Blending learning: rich experiences from a rich picture
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